George West Elementary School is located in Providence, RI. Children in the Providence district attend this elementary school from kindergarten to sixth grade. The physical school building is in adequate condition for students. Also, there is a fair amount of high quality staff members teaching at this school that contribute to educational success. The school prides itself on preparing students for the future by encouraging students to continue on with education through high school and hopefully beyond to college (Information Works 2009).
Community Background
In Providence’s population over age 25, the percentage of people who graduated high school is 72.4 percent, nearly 20 percent less than that of the national average. Almost one third of the population is below the poverty level. The median household income is $15,000 lower than the national average. Less than half of the families own their own homes, meaning that more than half of Providence is rented properties (U.S. Census Bureau 2007). 78 percent of the residents receive assistance through SNAP (Supplemental Nutrition Assistance Program). Over 80 percent of the population also receives assistance through Women, Infants, and Children (Rhode Island Kids Count 2009).
Almost one third of the residents foreign-born. Nearly half of the residents speak a language other than English at home. Approimately half of the residents of Providence are white, and the other half are a variety of different races, mainly African American and Hispanic (U.S. Census Bureau 2007). Half of the children live in single parents homes. About one tenth of Providence children live in homes where the grandparents are financially responsible for the children. Almost one quarter of children have one parent who is currently incarcerated (Rhode Island Kids Count 2009).
The teen birth rate is a particularly striking statistic which is 47.9 percent, nearly half of the population. The graduation rate is only 63 percent, compared to the Rhode Island average of 74 percent for the whole state. About one tenth of the teens in Providence have dropped out of high school and are part of the work force. Fifteen percent of the students are English language learners, which is triple the state average (Rhode Island Kids Count 2009).
District Summary
All children in Providence are enrolled in full day kindergarten. One tenth of the children are enrolled in Early Intervention programs, which is the same as the state average. The Early Head Start participation rate is only one percent, which is only a quarter than the Rhode Island average. Thirty-two percent of children are enrolled in Head Start, which is only eight percent lower than the state average (Rhode Island Kids Count 2009).
A little under one half of fourth graders in Providence are proficient in reading. Only 40 percent are proficient in mathematics. By eighth grade, only 41 percent are proficient in reading. The number of students proficient in mathematics in eighth grade is shockingly low at only 28 percent. These are all about 20 percent lower than the state average for proficiency in these areas in fourth and eighth grade (Rhode Island Kids Count 2009). Despite these statistics appearing low, 28 out of the 48 Providence public schools have shown adequate yearly progress (Information Works 2009).
The student to teacher ratio for the Providence district is 1:13, which is slightly higher than Rhode Island's average 1:10. Ten percent of classes are taught by a teacher who is not highly qualified, more than double that of Rhode Island's average of eight percent. Three percent of teachers have an emergency certification. The district spent $13,578 per pupil in 2008, which is actually higher than the state average by $878 (Information Works 2009).
A promising statistic for the district is that 58 percent of the students took the SATs in 2008, which is only one percent lower than the Rhode Island average of 59 percent of students taking the test. Hopefully this statistic is indicative of an increased number of Providence students attending college. SAT scores were significantly lower than the state average. There was about a 90 point difference in the mathematics section. There was also about an 80 point difference in the verbal section. The writing scores were 70 points lower (Information Works 2009).
School Analysis
George J West Elementary School is located on 145 Beaufort Street in Providence, RI. The school is for students from kindergarten to grade six. The principal at the school is currently Rachel Mellion. According to the 2008 SALT survey, this school has high student expectations for the students to excel. Communication between parents and teachers is extremely low, at 34 percent of what should be occurring. The rating of the SALT survey of the school's safety is only 73 percent, which is less than what most would expect a district school to be. Also, the classroom environment was rated at only 63 percent of what is satisfactory for an elementary school. The use of mathematics and reading integrated into themed units is an extremely low 10 percent satisfaction rate (Information Works 2009).
Teachers rate their satisfaction with teaching at George West as neutral. They are neither dissatisfied, nor satisfied with their jobs, which may affect teaching practices. They often feel that they are only given adequate resources for their classrooms, unlike other districts who have an abundance of resources for teachers to use. They indicated that many students are disruptive during class. However, they stated that they had many positive interactions with students compared to negative interactions. The teachers also stated that a major problem was not having a developed curriculum to teach. On average, the teachers felt satisfied with the efficacy of their teaching and believe that it is more than adequate for their students (Information Works 2009).
When asked how safe their school is compared to the year before, twenty percent of students at George West felt much less safe. Half of the students gave the school the same safety rating as the year before. Three percent of students experienced violence from another student in the 2007-2008 school year. No students reported bringing means of protection or weapons to school. Three percent of students experienced fear of being bothered or hurt at school in 2007-2008 (Information Works 2009).
Students in 2008 reported having more positive interactions with other students. On the other hand, they also felt that they had many negative peer interactions. They also felt that their responsibilities and behavioral expectations from teachers were fairly clear. The students felt that teachers provided adequate support. Most students thought that the positive school climate was neutral. They believed the discipline to be fairly harsh compared to expectations. The general quality of the school was rated as fairly good (Information Works 2009).
An alarming eight percent of students at George West were offered drugs at least one time during the 2007-2008 school year while at school. In addition, 38 percent of students experienced robbery at least once during the year. Eight percent of students experienced violence at least once during the year either on the way to or on the way home from school (Information Works 2009).
According to the No Child Left Behind School Report Card, George West School is classified as a "Moderately Performing" school. Overall, there were 27 targets that needed to be met. This school was able to meet all targets, including attendance and mathematics and language arts over all of the included racial and educational level groups listed. This shows that the school has made significant progress (Information Works 2009).
According to the SALT Visitation Report, the school is on the right path to improvement. The teachers were seen as highly motivated to give their students a high quality education. Also, they are currently doing an excellent job of meeting social and emotional needs of all students. Because of the dedication of the staff to improve their teaching to benefit the children, it is expected that the quality of education the students receive will continue to get better. One issue currently being addressed is the understanding of mathematics skills by the children but the less than average mathematic conceptual skills. The students were very motivated to read and write which will hopefully be reflected in future test scores (Rhode Island Department of Elementary and Secondary Schools 2007).
The NECAP passing rates of children at the George West Elementary School are fairly low. Only 30 percent of the third graders passed the mathematics section. The amount of children passing the reading section was slightly higher at 37 percent. These numbers are around the same as the other public elementary schools in Providence. Most suburban areas of Rhode Island and rural areas had a higher rate of students passing. In addition, the private elementary schools in Providence also had higher numbers of students passing the NECAP (Great Schools 2009).
Conclusion
George J West Elementary School in Providence is a work in progress, with No Child Left Behind report card scores showing the school as making strides toward a high quality of education for the students. The teachers at the school are rated as being very involved with their teaching and showing much care in the quality of education that the students are receiving. One major point that should be emphasized about this school is that there needs to be more communication between the school and parents or guardians to improve the gap between the two that currently occurs. Hopefully in years to come, the performance of the students will continue to grow. The great diversity in the community and school district will continue to add to the richness of the education of the students.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = 5 / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = 5 / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = 5 / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = 4 / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = 8 /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
I thought this paper was very well written. The only thing that needs to be added is NCLB. Good Job!!
Rubric for Peer Edit #2
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
5 good introduction
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
5- the sections were all easily understandable .. just maybe add a few charts to the community section
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
5- good job =)
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
5- Good conclusion also good thoughts about what you think should happen and how the gaps between the teachers and students will close
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
4- good pictures just maybe add a few graphs so it looks longer and more creative
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
10- good information very organized just add NCLB results =)
George J West Elementary School
Introduction
George West Elementary School is located in Providence, RI. Children in the Providence district attend this elementary school from kindergarten to sixth grade. The physical school building is in adequate condition for students. Also, there is a fair amount of high quality staff members teaching at this school that contribute to educational success. The school prides itself on preparing students for the future by encouraging students to continue on with education through high school and hopefully beyond to college (Information Works 2009).Community Background
In Providence’s population over age 25, the percentage of people who graduated high school is 72.4 percent, nearly 20 percent less than that of the national average. Almost one third of the population is below the poverty level. The median household income is $15,000 lower than the national average. Less than half of the families own their own homes, meaning that more than half of Providence is rented properties (U.S. Census Bureau 2007). 78 percent of the residents receive assistance through SNAP (Supplemental Nutrition Assistance Program). Over 80 percent of the population also receives assistance through Women, Infants, and Children (Rhode Island Kids Count 2009).
Almost one third of the residents foreign-born. Nearly half of the residents speak a language other than English at home. Approimately half of the residents of Providence are white, and the other half are a variety of different races, mainly African American and Hispanic (U.S. Census Bureau 2007). Half of the children live in single parents homes. About one tenth of Providence children live in homes where the grandparents are financially responsible for the children. Almost one quarter of children have one parent who is currently incarcerated (Rhode Island Kids Count 2009).
The teen birth rate is a particularly striking statistic which is 47.9 percent, nearly half of the population. The graduation rate is only 63 percent, compared to the Rhode Island average of 74 percent for the whole state. About one tenth of the teens in Providence have dropped out of high school and are part of the work force. Fifteen percent of the students are English language learners, which is triple the state average (Rhode Island Kids Count 2009).
District Summary
All children in Providence are enrolled in full day kindergarten. One tenth of the children are enrolled in Early Intervention programs, which is the same as the state average. The Early Head Start participation rate is only one percent, which is only a quarter than the Rhode Island average. Thirty-two percent of children are enrolled in Head Start, which is only eight percent lower than the state average (Rhode Island Kids Count 2009).
A little under one half of fourth graders in Providence are proficient in reading. Only 40 percent are proficient in mathematics. By eighth grade, only 41 percent are proficient in reading. The number of students proficient in mathematics in eighth grade is shockingly low at only 28 percent. These are all about 20 percent lower than the state average for proficiency in these areas in fourth and eighth grade (Rhode Island Kids Count 2009). Despite these statistics appearing low, 28 out of the 48 Providence public schools have shown adequate yearly progress (Information Works 2009).
The student to teacher ratio for the Providence district is 1:13, which is slightly higher than Rhode Island's average 1:10. Ten percent of classes are taught by a teacher who is not highly qualified, more than double that of Rhode Island's average of eight percent. Three percent of teachers have an emergency certification. The district spent $13,578 per pupil in 2008, which is actually higher than the state average by $878 (Information Works 2009).
A promising statistic for the district is that 58 percent of the students took the SATs in 2008, which is only one percent lower than the Rhode Island average of 59 percent of students taking the test. Hopefully this statistic is indicative of an increased number of Providence students attending college. SAT scores were significantly lower than the state average. There was about a 90 point difference in the mathematics section. There was also about an 80 point difference in the verbal section. The writing scores were 70 points lower (Information Works 2009).
School Analysis
George J West Elementary School is located on 145 Beaufort Street in Providence, RI. The school is for students from kindergarten to grade six. The principal at the school is currently Rachel Mellion. According to the 2008 SALT survey, this school has high student expectations for the students to excel. Communication between parents and teachers is extremely low, at 34 percent of what should be occurring. The rating of the SALT survey of the school's safety is only 73 percent, which is less than what most would expect a district school to be. Also, the classroom environment was rated at only 63 percent of what is satisfactory for an elementary school. The use of mathematics and reading integrated into themed units is an extremely low 10 percent satisfaction rate (Information Works 2009).
Teachers rate their satisfaction with teaching at George West as neutral. They are neither dissatisfied, nor satisfied with their jobs, which may affect teaching practices. They often feel that they are only given adequate resources for their classrooms, unlike other districts who have an abundance of resources for teachers to use. They indicated that many students are disruptive during class. However, they stated that they had many positive interactions with students compared to negative interactions. The teachers also stated that a major problem was not having a developed curriculum to teach. On average, the teachers felt satisfied with the efficacy of their teaching and believe that it is more than adequate for their students (Information Works 2009).
When asked how safe their school is compared to the year before, twenty percent of students at George West felt much less safe. Half of the students gave the school the same safety rating as the year before. Three percent of students experienced violence from another student in the 2007-2008 school year. No students reported bringing means of protection or weapons to school. Three percent of students experienced fear of being bothered or hurt at school in 2007-2008 (Information Works 2009).
Students in 2008 reported having more positive interactions with other students. On the other hand, they also felt that they had many negative peer interactions. They also felt that their responsibilities and behavioral expectations from teachers were fairly clear. The students felt that teachers provided adequate support. Most students thought that the positive school climate was neutral. They believed the discipline to be fairly harsh compared to expectations. The general quality of the school was rated as fairly good (Information Works 2009).
An alarming eight percent of students at George West were offered drugs at least one time during the 2007-2008 school year while at school. In addition, 38 percent of students experienced robbery at least once during the year. Eight percent of students experienced violence at least once during the year either on the way to or on the way home from school (Information Works 2009).
According to the No Child Left Behind School Report Card, George West School is classified as a "Moderately Performing" school. Overall, there were 27 targets that needed to be met. This school was able to meet all targets, including attendance and mathematics and language arts over all of the included racial and educational level groups listed. This shows that the school has made significant progress (Information Works 2009).
According to the SALT Visitation Report, the school is on the right path to improvement. The teachers were seen as highly motivated to give their students a high quality education. Also, they are currently doing an excellent job of meeting social and emotional needs of all students. Because of the dedication of the staff to improve their teaching to benefit the children, it is expected that the quality of education the students receive will continue to get better. One issue currently being addressed is the understanding of mathematics skills by the children but the less than average mathematic conceptual skills. The students were very motivated to read and write which will hopefully be reflected in future test scores (Rhode Island Department of Elementary and Secondary Schools 2007).
The NECAP passing rates of children at the George West Elementary School are fairly low. Only 30 percent of the third graders passed the mathematics section. The amount of children passing the reading section was slightly higher at 37 percent. These numbers are around the same as the other public elementary schools in Providence. Most suburban areas of Rhode Island and rural areas had a higher rate of students passing. In addition, the private elementary schools in Providence also had higher numbers of students passing the NECAP (Great Schools 2009).
Conclusion
George J West Elementary School in Providence is a work in progress, with No Child Left Behind report card scores showing the school as making strides toward a high quality of education for the students. The teachers at the school are rated as being very involved with their teaching and showing much care in the quality of education that the students are receiving. One major point that should be emphasized about this school is that there needs to be more communication between the school and parents or guardians to improve the gap between the two that currently occurs. Hopefully in years to come, the performance of the students will continue to grow. The great diversity in the community and school district will continue to add to the richness of the education of the students.
References
1. U.S. Census Bureau (2007). American Fact Finder. October 21, 2009, from http://factfinder.census.gov/servlet/ACSSAFFFacts?_event=&geo_id=16000US4459000&_geoContext=01000US%7C04000US44%7C16000US4459000&_street=&_county=providence&_cityTown=providence&_state=04000US44&_zip=&_lang=en&_sse=on&ActiveGeoDiv=geoSelect&_useEV=&pctxt=fph&pgsl=160&_submenuId=factsheet_1&ds_name=null&_ci_nbr=null&qr_name=null®=null%3Anull&_keyword=&_industry
=.
2. Rhode Island Kids Count (2009). Indicators of Child Well-Being 2009. October 23, 2009, from http://www.rikidscount.org/matriarch/documents/Providence2009%282%29.pdf.3. Information Works (2009). Measuring Rhode Island Schools for Change 2008. October 23, 2009, from http://www.infoworks.ride.uri.edu/2008/.
4. Rhode Island Department of Elementary and Secondary Education. (2007). George J. West Elementary School. October 30, 2009, from http://www.eride.ri.gov/dataDump/00/2006-07/SaltRpts/200204_28_George_West.pdf
5. Great Schools (2009). George J West Elementary School.October 31, 2009, from http://www.greatschools.net/rhode-island/providence/215-George-J.-West-Elementary-School/.
Rubric for Peer Edit #1
Introduction = 5/ 5 pts.
Organization = 5 / 5 pts.
Mechanics = 5 / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = 5 / 5 pts.
Creativity = 4 / 5 pts.
Thoroughness = 8 /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Rubric for Peer Edit #2
Introduction = REPLACEWITHSCORE/ 5 pts.
5 good introduction
Organization = REPLACEWITHSCORE / 5 pts.
5- the sections were all easily understandable .. just maybe add a few charts to the community section
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
5- good job =)
Conclusion = REPLACEWITHSCORE / 5 pts.
5- Good conclusion also good thoughts about what you think should happen and how the gaps between the teachers and students will close
Creativity = REPLACEWITHSCORE / 5 pts.
4- good pictures just maybe add a few graphs so it looks longer and more creative
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
10- good information very organized just add NCLB results =)